Ebook longman student grammar of spoken and written english workbook part 1

For example, i f you become an English teacher, your students will ask you to explain the grammar of real language use: sentences in their essays, or snatches they heard on the radio or

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and WRITTEN

E N G L I S H

Douglas Biber

Geoffrey Leech

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Pearson Education Limited

Edinburgh Gate

Harlow

Essex CM2O 2lE

England

and Associated Companies throughout the World

Visit our website: http://www.longman.com/dictionaries

The rights of Susan Conrad, Douglas Biber, and Geoffrey Leech to be

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Contents

6 Variation in the verb phrase: tense, aspect, voice, and modal use 39

9 Complex noun phrases

10 Verb and adjective complement clauses

11 Adverbials

12 Word order choices

13' The grammar o f conversation

Answers

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Introduction

To the student

We designed this Workbook to give you practice in analyzing English grammar and understanding how it works in real communication The Workbook differs from other

grammar textbooks known to us in its exclusive focus on how English is actually used All examples in the exercises are taken from naturally occurring English texts and

conversations, rather than being invented, idealized language

Advantages of this Workbook

The focus on real language has three advantages

than made-up sentences They can even be fun! It is often entertaining to see what people actually say and write

Second, analyzing authentic examples will give you the tools you need as English language students and professionals Authentic pieces of English can be messy, and less 'tidy' than made-up sentences But a book with made-up sentences would not have prepared you to understand the use of grammar in natural settings For example,

i f you become an English teacher, your students will ask you to explain the grammar of real language use: sentences in their essays, or snatches they heard on the radio or read in a newspaper Also, during the rest of your time as a student, i t is likely that you will be surrounded by authentic English: in conversations, lectures, textbooks,

newspapers, and so on This Workbook will give you the practice and tools needed to

analyze the grammatical structure of the language around you

Third, in our focus on authentic language we explicitly contrast the grammar of spoken and written English You will quickly discover that the typical grammatical

constructions of conversation are very different from those found in academic writing You will probably be especially surprised by the grammar of conversation: rather than consisting of simple one-clause sentences (as you might imagine from some

textbooks), you will find that conversation regularly makes use of complex-seeming structures with many kinds of embedding, as well as a generous sprinkling of ultra- simple structures which have no verb and contain only one or two words In contrast, written texts build up their complexity with longer phrases, with much embedding of one phrase in another By examining and contrasting the grammar of these different kinds of language, you will gain the expertise and insight needed to apply your knowledge in real communication

The Workbook is designed to be used together with the Longman Student Grammar of

Spoken and Written English (SGSWE) There are thirteen chapters in SGSWE, and each

chapter is divided into manageable sections called 'grammar bites' We have used this

same organization in the Workbook, providing exercises for each of the grammar bites in

SGSWE In addition, we provide 'synthesis' exercises at the end of each chapter, to help

you integrate a range of related topics and skills covered in the different grammar bites The synthesis tasks often involve more extended pieces of written or spoken language

In addition, many chapters end with a set of sentences for additional practice, or diagramming if your study includes the use of tree diagrams Diagramming sentences is a useful exercise because i t enables you to make sure your grasp of grammatical structure

is complete and explicit The chapters contain many examples which could be used for diagramming practice, but the set of sentences at the end of each chapter has been

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specifically chosen for that purpose I f you do not use tree diagrams, the sentences can

be used for further practice with any o f the analyses covered up to that point in the

Workbook

Most exercises provide space for you to write your answers right in the Workbook However, diagrams or lengthy explanations should be written on separate paper where you will have room to write clearly

use, or for self-study To help with both these uses, we have provided a full ser of

answers at the end of the book (There are a few exercises, though, where answers are not provided because the tasks are more exploratory, encouraging you to use your own abilities to discover or produce your own examples of the language.) As a general rule, each exercise also begins with an example or short section where answers are provided

to get you started on the task Of course, i t is not possible to learn grammatical

constructions just by memorizing correct answers Instead, the ability to do grammatical analysis comes with extensive practice and experiment But the answers at the end o f the book will enable you to get immediate feedback, if you need it, on how well you are

doing

The Longman Grammar ofspoken and Written English

Both SGSWE and this Workbook are based on a simplification of the Longman Grammar

grammar of English, focusing on the way the language is used differently in conversation and in three contrasting types of written language: fiction writing, newspaper writing and academic prose This bigger grammar was the result of a seven-year research

program in which these differing varieties of English were studied from a grammatical point of view, looking at frequencies of different forms and constructions, as well as their meanings and discourse functions The results of this research are also seen throughout this Workbook, where we use examples from the four varieties Where necessary, we have simplified these examples slightly by omitting parts of the original that detract from the illustration of the grammar point under focus Nevertheless, all the examples and text extracts are from authentic sources, and most are exactly as they were written or spoken

Acknowledgements

We wish to thank Paulo Quaglio, Viviana Cortes, and the students of English 528 i n

for improvement in a previous draft, from which the final Workbook has benefited greatly

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Abbreviations and conventions used in the W o r h o k

SGS WE Longman Student Grammar of Spoken and Written English

Register identification for text examples

ACAD academic prose

FICT fiction writing

OTWR other written language

Transcription conventions

< > omitted words

Grammatid abbreviations

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1 A discourse perspective

on grammar

Exercise 1: Quiz vourself

Identify each of the following statements as either true or false

If a statement is false, revise it so that it is true

The first one is done as an example

includes information about the frequency of grammatical choices

True

2 A descriptive grammar presents rules about correct and incorrect stylistic choices

3 A prescriptive grammar describes the grammatical patterns that speakers and

writers follow when they use the language, regardless of whether the patterns

conform to standard English that is presented in usage handbooks

4 A corpus is a collection of written texts that is on a computer

5 One of the advantages of a corpus-based grammar, such as SGSWE, is that i t can

describe how speakers and writers vary their grammatical choices for different

communicative situations

6 Another advantage of a corpus-based grammar is that it can reveal associations between grammatical structures and vocabulary (i.e lexico-grammatical patterns)

certain characteristics, such as gender, socio-economic class, or geographic region

8 A dialect is a variety of language that is associated with certain characteristics of a

communicative setting, such as the purpose of the communication, the amount of time for planning and the mode (e.g spoken v written)

9 Different registers often have different frequencies for the use of certain

grammatical structures

form is 'standard English'

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8 Chapter 1 A discourse penpective on grammar

PART B

Give an example for each of the following (try to think of your own original examples,

but if you cannot, you can find examples in Chapter 1 of SGSWQ:

3 a social dialect

4 a prescriptive rule for English

Standard English is not a single, uniform variety, and it is not always obvious whether a form should be considered standard or not Standard English can be defined

descriptively as follows: in writing, standard forms are used generally across published sources; in speech, standard forms are shared widely across dialects Thus, any form that

is restricted to a single dialect would be considered non-standard In contrast, many forms are used widely in conversation but are inappropriate in formal written texts; we would call these 'standard' spoken forms

Consider the underlined features in the following excerpts of conversation For each feature, decide which category or combination of categories best describes it:

(a) non-standard English

(b) a conversational form that is not likely to be used in expository prose

(c) a transcription that reflects pronunciation in a casual setting

(d) an incomplete or ill-formed ending for an utterance that reflects the time

constraints and interactive nature of conversation

The first item is done as an example

SAMPLE 1

A: My brother is never - (c) +ranscr@tion nonna %ha% move out of my parent's house rc&.c%s pnuncia%ion & 'going 40' %ha% is %qpical in casual se%%ings

B: How old is he?

SAMPLE 2

[Talking about the dog that belongs to speaker A:]

A: Now when did they catch you without a license tag on him? Was he just walking around?

B: I was down at the beach and

6: There was a couple of policemen that were down there because there was a

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Working with frequency information 9

C: Is that their job? I thought it was the dog catcher that give vou that

B: )klJl I don't know (co~v,

Exercise 3: Working with frequency information

know is that coordinators join two grammatical structures For example:

or joining two phrases:

It didn't have onion, garlic, or other strong garden spices (NEWS)

and joining two phrases:

This capability allows Dell to keep parts costs and inventories low (ACAD)

but joining two clauses:

I think he will have salad but he doesn't like tomatoes (co~v,

PART A

questions:

included in the figure? (Do not

write the abbreviations; write out

the full names.)

highest frequency of all three

coordinators combined? Which

has the lowest frequency?

3 Which coordinator is the most

common for all the registers? Which two registers have the highest frequency of

this coordinator?

PART B

Now connect this frequency information to the actual use of the common coordinators in

texts Look at the samples of conversation and academic prose below and answer the

questions:

register?

register?

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10 Chapter 1 A discourse perspective on grammar

You do not need to give technical explanations in your answers Use everyday language

to describe the meanings and uses of these coordinators The instances of each

coordinator are numbered so that you can refer to them easily

Hint: Consider whether the register uses the coordinator just to add one idea to another,

or to show contrasts, or to cover alternatives Think about why the register needs to use the coordinator more often than other registers

CONVERSATION EXAMPLES

inclined to keep in touch with or do you feel like this is my mother

B: Oh yeah

B: Oh great

A: 6ut" he's new so don't worry

device to treat asthma>

A: But6 I mean you did pack it somewhere?

B: Yeah

ACADEMIC PROSE EXAMPLES

In a text we can study style in more detail, and with more systematic attention to what

Plants of several natural orders were grown in surroundings free from ammonia or3 any other nitrogen compound

Alternatively, the exhaust ?eat may be used to produce hot water o? steam for district o?

plants, or steam for operating an absorption refrigerator in water chilling or air- conditioning plant

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2 Words and word classes

e ~ r a m m a r Bite A

Introduction to words

Exercise 1: Words in texts

Read the following excerpts from conversation and news

How many word tokens are there in each excerpt? (Count the orthographic words

Count contractions as one word.)

How many word types are there in each?

there are four tokens of the word type don't

1 Don't let me do that okay? Don't let me marry Justin okay? Do not let me marry

The best works of Jazira have an edge on the others The inlay depicts intricate little scenes < >(NEWS)

Exercise 2: A taste of morphology

Each of the words below contains two or more morphemes: a stem and at least one

prefix or suffix

Write each word, putting a hyphen between its morphemes (e.g dis-agree-d) and

underlining the stem (e.g d i s - m - 4

Distinguish between derivational and inflectional affixes: circle derivational affixes and mark inflectional affixes with a wavy line underneath

I a q r e e - d -

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12 Chapter 2 Words and word classes

Lexical word classes

Exercise 3: Different forms of the same lexeme

In the list below, group word forms together if they belong to the same lexeme

find six lexemes, each containing two or more word forms

Which word forms are ambiguous, because they belong to two different lexemes? (For

What word class does each lexeme belong to? (For example, noun, verb, adjective or

Exercise 4: Words belonging to lexical word classes

In the passages below, identify each lexical word as a noun, lexical verb, adjective, or adverb

Compare the frequency of each lexical word class in the passages to the general

To get you started, all lexical words are underlined in the first two extracts

B: Where?

A: Uh well just bring my tool box

-

2 We take i t as a challenge to intearate in a natural way the newest discoveries of

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